CLASSROOM MANAGEMENT: A THEORETICAL OVERVIEW

1 Scholarly Research Journal for Humanity Science & English Language, Online ISSN 2348-3083, SJ IMPACT FACTOR 2017: , PEER REVIEWED JOURNAL, AUG-SEPT 2018, VOL- 6/29 Copyright 2017, Scholarly Research Journal for Interdisciplinary Studies CLASSROOM MANAGEMENT: A THEORETICAL OVERVIEW Manoj Praveen , Ph. D. & Anoop Thomas Alex2 1 Associate Professor, Farook Training College, Farook College , Kozhikode 673632 2 Research Scholar, Farook Training College, Farook College , Kozhikode 673632 This paper is a THEORETICAL OVERVIEW on four theories of CLASSROOM management. The paper explains in detail the meaning of CLASSROOM management by studying the theories propounded by Skinner (Operant Conditioning), William Glasser (Choice Theory), Froyen and Iverson (Schoolwide and CLASSROOM Management) and L.

2 Canter and M. Canter (Assertive Discipline). All these theories give distinct thoughts on the concept CLASSROOM management. After going through several studies and theories, it is distinct that components or dimensions of CLASSROOM management cannot be restricted to certain behaviour reinforcements, strategies, rules and consequences, management skills, etc. These theories will help a teacher identify various CLASSROOM management styles and adapt their principles into an eclectic theory and then implement in the CLASSROOM . Thus, giving teacher an opportunity to work efficiently to create a positive learning environment in the CLASSROOM .

3 Keywords: CLASSROOM Management Introduction Prior to 1960s the approach to CLASSROOM management was teacher centered and highly interventionist. CLASSROOM management theories were on the basis of certain proverbs such as spare the rod spoil the child and so on. Interventionists, as explained by Wolfgang (1995) believe that rewards and punishments of a teacher form appropriate behaviour in students. Further, the interventionist philosophy advocates high degree of control by teacher in the CLASSROOM (Badiei, 2008). Throughout the 1960s and later non-interventionist approach to CLASSROOM management gained prominence.

4 It was also understood as the egalitarian (Porter, 2007) approach. Neill (1960) led the non-interventionist school of thought which believed that there was no need for teacher s intervention to modify the behaviour of the children into a desirable one as they were innately good and should be allowed time and space to grow. There were also other proponents of the non-interventionist approach. Harris (1967) a proponent, promoted transactional analysis to solve problems. Ginott (1972) elaborated his theory on congruent communication, that is, teachers should avoid confronting students and understand their feelings so as to promote positive behaviour among Scholarly Research Journal's is licensed Based on a work at Abstract Dr.

5 Manoj Praveen G. & Anoop Thomas Alex (Pg. 8089-8102) 8090 Copyright 2017, Scholarly Research Journal for Interdisciplinary Studies students. Teacher Effectiveness Training by Gordon (1974) elucidated the way teachers should actively listen to the issues of the students and communicate to students. Kohn (1996) explained the concepts of discipline and student directed learning. These were some of the major non-interventionist approaches to CLASSROOM management.. Interactionalists stress that students learn necessary behaviour as a result of encountering the outside world of people and objects (Badiei, 2008).

6 Thus, the interactionalists believe that the students and teachers share the responsibility of CLASSROOM management. Approaches to responding to misbehavior (Wachtel,1999), Albert (as cited in Griffith, Cooper &Ringlaben, 2002) on Cooperative Disciline, Judicious Discipline (Gathercoal, 1990) and Discipline with Dignity (Curwin&Mendler, 1988) are some of the major studies based on the interactionalist ideology and approach to CLASSROOM management. Dreikurs, Gruwald& Pepper (1982), Kounin(1970) and Glasser (1992) provided the framework forinteractionalist approach to CLASSROOM management (Wolfgang, 1995).

7 The earliest known systematic empirical study on CLASSROOM management was conducted by Jacob Kounin (1970). Kounin (1970) focused on CLASSROOM management as mastery of techniques that enables teachers to programme for individual differences and individual students. Baumrind (1970) explained the concepts of socializing a child which offered different styles of parenting namely authoritative, authoritarian and permissive. This approach was used in the CLASSROOM back then. After 1970 many studies emerged worldwide on the CLASSROOM & Canter (as cited in Charles and Senter, 2005) advocated Assertive Discipline which established teachers to help form a structure in the CLASSROOM without hindering into the student rights.

8 This Assertive Discipline training programme has since been given to teachers worldwide. According toEgeberg, McConney and Price (2016) in 1960s and 70s the THEORETICAL foundation for teachers on CLASSROOM management was applied behaviour analysis. Glickman and Tamashiro (1980) introduced an instrument called Beliefs on Disciplinary Inventory which is used in clarifying teachers beliefs on discipline so they can select strategies with which they are 1980s studies on CLASSROOM management pointed out that instruction and management are layered upon each other (Doyle, 1986).

9 CLASSROOM management is inclusive of both behavioural and instructional management (Glickman &Tamashiro, 1980; Wolfgang & Glickman, 1986). Dr. Manoj Praveen G. & Anoop Thomas Alex (Pg. 8089-8102) 8091 Copyright 2017, Scholarly Research Journal for Interdisciplinary Studies The Theory of Reinforcement (Skinner, 1953) gained prominence as an approach to CLASSROOM management in the later 1980s and the 1990s. In the Skinner model the teachers direct student behaviour to get desired outcomes and effective management (Omomia & Omomia, 2014). Brophy (1996) stated the importance of teachers as effective CLASSROOM managers who should focus on creating positive learning environments by preparing andteaching interesting lessons and supervise students.

10 From the late 1990s to the present focus of research on CLASSROOM management is more on the area of creating positive environment through teacher-student collaboration in the CLASSROOM in solving the problems. Oliver & Reschly (2010) supported the positive learning environment methods which produce and increase constructive interactions resulting in successful CLASSROOM environment. Martin, Yin, and Baldwin (1998) developed the CLASSROOM management Style Inventory which measured teachers' styles to the CLASSROOM management in three broad dimensions such as instructional management, people management, and behavior management.